Abstract
The global education system has two primary objectives: achieving universal quality early childhood education (ECE) and integrating information and communication technology (ICT). We sought to determine whether preservice preschool teachers possess the necessary knowledge to integrate ICT into ECE by examining the technological pedagogical content knowledge (TPACK) of 950 preservice preschool teachers in China. The results of latent profile analysis revealed three distinct TPACK profiles: Low (24%, n = 223), Medium (57%, n = 544), and High (19%, n = 183), with the majority of participants exhibiting low to medium levels of TPACK (81% of the sample). Regression analysis further indicated that TPACK profiles were significantly related to the level of education, gender, and professional interest.
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